Creative Explorations: The Artist\ · 3rd Year

Active learning ideas

Self-Portraiture and Identity

Active learning helps students connect technical drawing skills to personal meaning, which is essential for portraiture and identity. Hands-on activities let students test proportions on their own faces and explore symbols in a way that feels authentic and engaging.

• NCCA Curriculum Specifications
• NCCA: Primary - Drawing
• NCCA: Primary - Visual Awareness

• 20–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Role Play
• 30 min · Pairs

Role Play: The Artist and the Muse

Students work in pairs, taking turns to be the 'model' and the 'artist'. The model chooses an emotion to portray through facial expression and posture, while the artist tries to capture that specific mood in a quick sketch.

Analyze how facial expressions can convey a specific emotion in a portrait.

Facilitation Tip

During the Role Play activity, model the conversation between artist and muse with a confident student so the class sees how to focus on expression over perfection.

What to look for

Present students with three different self-portraits (e.g., Rembrandt, Frida Kahlo, a contemporary artist). Ask them to identify one specific element (feature, color, symbol) in each portrait and write one sentence explaining what it communicates about the artist's identity or emotion.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Symbolic Self

Students list three objects or colors that represent their personality. They share these with a partner to explain the meaning behind them, then brainstorm how to incorporate these elements into a portrait background.

Explain what the colors and symbols in a portrait communicate about the person.

Facilitation Tip

Before the Think-Pair-Share activity, provide students with a list of symbols and colors to spark ideas before they begin reflecting.

What to look for

Students complete a preliminary sketch of their self-portrait focusing on facial proportions. They then exchange sketches with a partner. The partner uses a checklist to assess: Are the basic proportions accurate? Are the eyes, nose, and mouth placed correctly? They provide one specific suggestion for improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Gallery Walk
• 25 min · Whole Class

Gallery Walk: Identity Uncovered

Students display their finished portraits without names. The class moves around the room, trying to match the portrait to the student based on the symbols and personality traits depicted in the artwork.

Differentiate between a self-portrait and a photograph in terms of artistic intent.

Facilitation Tip

For the Gallery Walk, assign small groups to analyze one specific portrait first so they have a shared language before discussing all pieces.

What to look for

Facilitate a class discussion using the prompt: 'How does the way an artist draws their eyes or mouth change the emotion we feel when looking at their self-portrait? Give an example from your own work or from an artist we have studied.'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach facial proportions by having students measure their own faces with rulers, not just look at diagrams. Avoid over-emphasizing realism; instead, highlight how artists use distortion or exaggeration to express emotion. Research shows that students who connect their work to personal stories retain skills longer.

Students will show progress in both technical accuracy and personal expression by creating portraits that reflect their identity. They should be able to explain how specific choices of color, background, or feature placement communicate who they are.

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Watch Out for These Misconceptions

• During the Role Play activity, watch for students who place the eyes at the very top of their head. Remind them to use their hands to measure from the hairline to the chin, then divide the space into thirds to find the eye line.

  During the Role Play activity, watch for students who place the eyes at the very top of their head. Have them use a ruler to measure from their own hairline to chin, then mark where the eyes should be—roughly one-third down from the top.

• During the Think-Pair-Share activity, watch for students who believe a portrait must look exactly like a photograph. Display Louis le Brocquy’s expressive portraits and ask students to describe the emotion first, then discuss how the features are simplified.

  During the Think-Pair-Share activity, watch for students who believe a portrait must look exactly like a photograph. Show them three portraits by Louis le Brocquy and ask, 'What feeling does this capture?' before comparing the features to a photo.

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Methods used in this brief

• Role Play
• Think-Pair-Share
• Gallery Walk